ISyE Strategic Plan

future Engineering Our

A Strategic Plan

From The Chair It continues to be an exciting time at the Stewart School of Industrial & Systems Engineering (ISyE) as we forge ahead in pushing theoretical frontiers and solving real-world societal problems.

ISyE faculty, alumni, and students can be found around the globe making a difference in the world—and that is indeed awe-inspiring.

As leaders in the field of industrial and systems engineering, we have been paving the way in productivity and efficiency, innovating and making any product or service—from manufacturing to delivery and from health systems to humanitarian relief—more cost-effective, more pragmatic, and more valuable. In addition, we are working on the foundational disciplines in optimization, simulation, stochastics, and statistics to further our fundamental understandings.

In order to continue ISyE’s excellence, leadership, and top rankings, we have developed this plan to provide us with the strategies and steps to propel us to the next level. This plan aligns with Georgia Tech’s plan “Designing the Future,” launched in fall 2010, and the College of Engineering’s “Defining Tomorrow,” released in summer 2012. Georgia Tech, the College of Engineering (CoE), and ISyE aspire to be leaders in influencing major technological, social, and policy decisions that address global challenges, and we are already seeing this happening across the Institute.

We also aspire to continue to play a leading role in shaping the strategic direction of our discipline in an effort to continue solving some of today’s pressing problems, as we educate our future leaders to solve tomorrow’s problems. This plan provides us with strategies to develop this next generation of enlightened leaders so that they can tackle the problems we cannot even conceive of today.

Jane Chumley Ammons, Ph.D., P.E. H. Milton and Carolyn J. Stewart School Chair H. Milton Stewart School of Industrial & Systems Engineering Georgia Institute of Technology September 2013

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The Stewart School of Industrial & Systems Engineering

Planning Process In 2011, the Stewart School of Industrial & Systems Engineering (ISyE) Alumni Advisory Board conducted an extensive examination of ISyE’s existing strategic plan that resulted in detailed suggestions for updates and improvements. Using this input, the Stewart School held a strategic planning retreat in April 2012 for more than 50 participants representing key stakeholders (faculty, staff, and alumni). Prior to the event, selected participants were asked to complete a survey to elucidate opinions on the state of the School, College, and Georgia Tech.

At the retreat, School Chair Jane Ammons reviewed the survey results, set the context, and provided a charge for the planning process. The participants then viewed presentations focused on the five objectives of the School plan (which mirror those of the College of Engineering and Institute Strategic Plans). The participants were then separated into groups and asked to conduct brainstorming sessions to answer questions, as well as develop ideas and recommendations, in each of these five areas: Scholarship and Research; Innovation, Entrepreneurship and Public Service; Technology Focused Educations; International Footprint; and Institutional Effectiveness.

“Georgia Tech, the College of Engineering, and ISyE aspire to be leaders in influencing major technological, social, and policy decisions that address global challenges, and we are already seeing this happening across the Institute.”

Following the retreat, a subset of the participants was identified to form a steering committee to develop and vet the final plan. This steering committee subsequently reviewed the outcomes from the retreat, engaged in a situational analysis of the College, developed vision and mission statements, assembled teams to address each objective in the plan, and eventually completed a draft plan. That draft was then presented to the ISyE faculty, staff, Alumni Advisory Board and the College community for feedback and refinement prior to final publication.

Engineering Our Future: A Strategic Plan

2

Vision & Mission Objectives “Designing the Future: The Georgia Tech Strategic Vision and Plan” and “Georgia Tech College of Engineering Defining Tomorrow – A Strategic Plan, 2012-2017” align five key strategic objectives. As one of the largest academic units in the Institute and the College, it is appropriate for ISyE’s strategic plan to remain congruent with the institutional and engineering college plans while retaining a unique perspective that reflects the culture and aspirations of the School. The following objectives espoused in ISyE’s plan mirror those in the Institute’s and College of Engineering’s plans to:

1. Prepare and train our students to be leaders in industry, academia, and government, 2. Sustain and enhance excellence in scholarship and research, 3. Ensure innovation, entrepreneurship, and public service are fundamental characteristics of ISyE graduates, 4. Expand ISyE’s global footprint and influence to ensure that it is graduating global citizens, and 5. Relentlessly pursue institutional effectiveness.

The Institute’s strategic plan is structured on a twenty-five-year time horizon. Like the College of Engineering’s plan, ISyE’s plan focuses on the next five years. Over this timeframe, ISyE’s aspiration is to continue to enhance its leadership as the top program in its field among the very best programs in the nation and the world.

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The Stewart School of Industrial & Systems Engineering

Vision Based on its values, current capabilities, and future aspirations, ISyE proposes the following vision:

The Stewart School of Industrial & Systems Engineering at Georgia Tech will be the world’s leader in expanding and communicating engineering knowledge and innovation associated with designing, operating, and improving processes for acquiring, producing, selling, and delivering sustainable products and services, and graduating future global leaders in these areas.

Mission In order to realize its vision, ISyE will undertake the following mission:

ISyE’s mission is to create, assimilate, integrate, and disseminate knowledge involving industrial and systems engineering.

Objective 1:

Prepare and train our students to be leaders in industry, academia, and government.

Goal By ensuring the highest standards of methodological rigor, breadth, and depth in course coverage, and emphasizing the most relevant and cutting-edge applications and tools in our curricula, we will prepare our students to be global leaders (in action and in thought) in our ever-changing, technology- and data-driven world.

Strategies 1. Continuously improve our curricula to ensure that students are receiving the training and experience they need for success. This includes: • Flexibility to succeed in a wide variety of career paths, including the pursuit of advanced degrees; • Critical thinking skills needed to analyze and solve problems that have not been encountered before; • Ability to integrate large data sets, appropriate quantitative analysis, and domain knowledge to develop creative and effective solutions;

5

The Stewart School of Industrial & Systems Engineering

• Enhance non-technical learning such as leadership, communication (including teaching for academic-focused Ph.D. students), teamwork, culture, ethics, etc.; • Increased project-based linkage between theory and a wide variety of applications; and • Creating, as appropriate, courses and degree programs that satisfy the changing needs of the marketplace.

2. Increase student learning by developing and implementing improved teaching methods, whether technology-based or not, whether traditional or not, whether more flexible or not.

Our goal is not to change for its own sake, but to change (or not) in ways that will increase the learning of our students and our impact on their success.

3. Ensure that our students have the mentoring, advising, and resources necessary for creativity and success. This includes access to state-ofthe-art software and hardware, and sufficient teaching assistant and research assistant support at the Ph.D. level, etc.

4. Enhance the diversity of our faculty and students at all levels.

5. Foster strong, lasting relationships with our graduates, building and maintaining a rich network of connections with alumni in positions of industrial and academic leadership.

6. Improve placement of students at all levels in industry, academia, and government.

7. Encourage faculty interaction with industry and government leaders, including teaching in professional education venues.

Measures • Career progress of our graduates years after obtaining a degree from ISyE • Collective breadth of careers of our graduates • Quantitative and qualitative results of alumni surveys • Quality of initial student placement in jobs and advanced degree programs

• Fraction of alumni who remain connected with ISyE (including sponsoring co-ops, internships, and capstone design projects; donations of time, money, and services to ISyE; willingness to participate in alumni functions or surveys; social media connections; etc.)

• Student/faculty ratios (as a proxy for interaction between students and faculty) • Student/advisor ratios • ABET reviewer feedback • U.S. News & World Report and similar rankings • Publication, presentation, and award record of faculty in education, curriculum, pedagogy, etc.

• Quantitative and qualitative student feedback (including advisory comments to administration, CIOS scores, etc.)

• Number of faculty members actively teaching professional education courses • Diversity of faculty and students

Degrees Awarded, FY13

315

BS

217

MS

PhD

562

30

total

“...we will prepare our students to be global leaders in our ever-changing, technology- and data-driven world.”

Engineering Our Future: A Strategic Plan

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Objective 2:

Sustain and enhance excellence in scholarship and research.

Goal ISyE is, at its core, a community of outstanding faculty, student researchers, and scholars, seeking to advance knowledge and generate solutions to key societal challenges. ISyE will sustain and enhance excellence in scholarship and research in industrial and systems engineering, operations research, and statistics, and be recognized as a world leader in fundamental and applied research in traditional and emerging fields within our discipline.

Strategies 1. The School will cultivate an intellectually stimulating environment for its community of faculty, student scholars, and researchers, emphasize respect among its various members, and create and encourage both informal and formal interaction and collaboration through various forums and initiatives.

2. A productive community of creative and impactful faculty scholars will be developed and sustained by recognizing and rewarding excellence in scholarship and research across the wide range of traditional and emerging

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The Stewart School of Industrial & Systems Engineering

fields, from fundamental to applied, within the broader discipline of industrial and systems engineering, operations research, and statistics.

3. Faculty hiring will focus on both outstanding proven scholars and talented young researchers in our core areas of traditional strength, and will be responsive to changes in our field.

Hiring will build strength in new and emerging methodological areas and expertise in critical new engineering challenges, positioning the School to lead the field forward.

4. Graduate students are critical members of our community of scholars, and an outstanding community of Ph.D. and master’s students will be cultivated. Recruiting the best and brightest young minds to become our student research collaborators will be prioritized, and outstanding student research mentorship will be recognized and rewarded.

5. Graduate student recruiting and retention will be enhanced by providing competitive funding support to students for the duration of their degree study, and student fellowship support will be promoted as a critical driver of School success to the current and prospective philanthropic supporters of ISyE.

Measures

6. Junior and mid-career faculty will receive the mentorship necessary by both School leadership and senior faculty to help them build fulfilling research careers that considerably enhance their own and the School’s reputation.

7. Endowed faculty chairs will be used not only to attract preeminent scholars to Georgia Tech, but also to provide opportunities to reward our best and most promising current faculty for sustained excellence in research and outstanding scholarship.

8. Transparent promotion and tenure criteria will be used to evaluate the research and scholarship achievements of our faculty members, focusing on assessment of the impact of the work, broadly defined and as judged by a community of peers.

9. Interdisciplinary research and scholarship will be strongly supported, especially when partnerships and collaborations lead to discoveries and solutions to major challenges that help redefine the boundaries of our field.

Collaborative research between members of the School, both within sub-disciplines and between different sub-disciplines, and with interdisciplinary research institutes and centers, will also be encouraged to help the School leverage its scale to transform the field.

10. Opportunities will be created to explore new research directions and partnerships by seeking funding for initiatives such as seminars, colloquia, workshops, and research exchanges that bring top scholars as well as business and government leaders to campus to engage our community of faculty and student scholars in collaborative work on critical new challenges and opportunities.

• Number of editorships of major research journals • Number of members of the National Academy of Engineering • Number of fellows of major societies such as AMA, ASA, ASME, ASQ, IEEE, IIE, IMS, INFORMS, SIAM, SME • Highly cited papers and scholarly works in well-respected research outlets • Major patents with significant licensing revenue or value • Successful promotion of young faculty members • Research awards and prizes from major professional societies • Plenary lectures, major invited speaker recognitions • Reputation rankings from various university ranking publications and groups • Research awards from competitive peerreviewed funding agencies • Placement and promotion of Ph.D. students and post-doctoral researchers into faculty positions at peer institutions in top industrial engineering and operations research programs in academia, top government, and industry research positions • Having faculty recognized as founders of important new fields or sub-fields • Having faculty on advisory boards of major corporations or government agencies • Diversity of research funding sources

Industrial Engineering Bachelor's Students, Fall 2013 *includes co-op students

1,617 total

Engineering Our Future: A Strategic Plan

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Objective 3:

Ensure that innovation, entrepreneurship, and public service are fundamental characteristics of our graduates.

We define innovation and entrepreneurship very broadly. Included in the innovation and entrepreneurship category are: • Research that leads to significant advances in a particular area and results in high quality publications; • Research that leads to patents, licensing, commercialization; • Software or decision support tools utilizing creative ISyE methodology to address currently unmet needs in practice or academia; • New developments in educational materials, programs, or teaching methods, and • New companies started by faculty or students.

Goals

Strategies

1. Increase the number of activities that fall into the broadly defined innovation and entrepreneurship category. These include but are not limited to research, projects, company start-ups, and engagement (volunteer or paid) in public service activities.

If ISyE is to succeed at increasing the number of activities within innovation and entrepreneurship, ISyE leadership must clearly communicate this message to faculty, students, and staff. ISyE will:

2. Increase visibility (via communications and marketing) of the entrepreneurship and service activities of ISyE faculty, staff, and students.

Work with the CoE dean’s office to enhance awareness of resources and clarify the functions of internal institutions available to ISyE faculty and students and innovation, entrepreneurship, and public service.

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The Stewart School of Industrial & Systems Engineering

1. Create an environment that fosters entrepreneurship and supports innovation.

2. Identify and share examples and best practices of innovation and entrepreneurship from other top industrial engineering departments. Ensure that both faculty and administrators know and follow the conflict-of-interest processes.

3. Encourage and work with the CoE to develop undergraduate and graduate courses on

entrepreneurship for engineering students.

Encourage and support students and faculty to participate in competitions that promote entrepreneurship, innovation, and public service (e.g., TIGER and Ideas to Serve competitions at Georgia Tech).

4. Establish or support faculty, students, and alumni to participate in lecture series and focused workshops or programs (at Georgia Tech or outside) on innovation, entrepreneurship, and public service. Create ISyE internal faculty and student awards focused on innovation, entrepreneurship, and public service.

5. Inform ISyE students about (and leverage) programs in other Georgia Tech units that provide education, training, and opportunities in public service.

6. Increase problem-based learning focus in ISyE courses. Create opportunities such that some of the Senior Design projects have aspects of innovation, entrepreneurship, and public service, e.g., possibly connecting with start-ups and/or service-based organizations.

7. Identify and make students aware of opportunities for internships or positions after graduation focusing on public service or entrepreneurship (e.g., working with ISyE alumni base or the Georgia Tech Office of Government and Community Relations).

8. Encourage entrepreneurship experience (e.g., students spend a week visiting venture labs and start-up companies around the country, bring successful graduate students or angel investors

to share experiences, connect with our alumni).

Facilitate opportunities so that students can pitch their ideas to the ISyE alumni.

9. Communicate the entrepreneurship, innovation, and public service related activities, opportunities, and successes of ISyE faculty, staff, and students to the Georgia Tech community and the outside world.

10. Assure ISyE incentives and criteria for annual review, reappointment, promotion, and tenure align with those developed by the CoE to promote innovation, entrepreneurship, and public service.

Measures • Number of patents, licensed patents, licensing income and/or new start-ups • Number of students performing public service, including, but not limited to, volunteer work.

Ideally, count those that could be considered “service learning,” i.e., utilizing and applying ISyE education • Number of faculty, staff, students, and alumni who currently serve or have served in a government administrative or policy position, on a government advisory board at a program level or above (including National Academy committees but not peer review committees), or in a consulting role with two or more agencies on policy issues • External recognition • Funding generated to support these activities

BSIE Degrees Awarded to Underrepresented Minorities, FY13

134 total

Engineering Our Future: A Strategic Plan

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Objective 4:

Expand our global footprint and influence to ensure that we are graduating global citizens.

Goal In order to retain and strengthen its leading role in industrial and systems engineering, operations research, and statistics, ISyE will pursue and support a number of programs and initiatives that will: • Strengthen its image and reputation in the corresponding international communities; • Allow access to new pools of talented doctoral students; • Facilitate and enhance faculty accessibility to international centers of excellence as well as to professional and educational opportunities defined by trends in current globalized economy; and • Enable the School to stay abreast of related emerging developments in the arena of higher education.

ISyE will also facilitate and support related objectives and initiatives undertaken by the CoE strategic plan; this plan will: • Promote the exposure of U.S. students to international experiences; and

11

The Stewart School of Industrial & Systems Engineering

• Encourage faculty to interact with foreign governments and corporations towards the development of research, education, and entrepreneurship opportunities.

Strategies 1. Support and enhance the programs and initiatives that are part of ISyE’s current global footprint by providing a more structured operational environment for them, and a more transparent and systematic exposition of their value and opportunities to the School’s faculty.

2. Clearly articulate for the broader faculty the emerging needs for ISyE’s global engagement, and find ways to support and encourage faculty participation in ongoing and emergent related activities.

3. Leverage ISyE’s loyal alumni with international connections (including its international alumni), the School’s ranking, and the strengths and reputation of its faculty in order to define new opportunities for ISyE’s global outreach in terms of educational programs, research

and local cultures. This can be achieved by continuing and extending the student exposition and engagement to study-abroad programs, international internships and placements, and other exchange programs, and by increasing the representation of international students within the School’s student body.

collaborations, and professional service. This possibility seems to be especially promising in Latin America and parts of Asia.

4. Encourage and enable ISyE’s multinational faculty to proactively identify opportunities for fruitful and constructive global outreach, based on their personal experiences and liaisons.

5. Monitor the ongoing and future developments pertaining to global outreach that take place within CoE, and explore the strategic opportunities and advantages that might be defined for the School. A promising development in this direction is the anticipated Georgia Tech Global Village, which is expected to be a hub of international partners in innovation, education, and entrepreneurship.

6. Investigate opportunities and potential threats from modern technological capabilities in the context of higher education. Remote course offerings and the recent development of massive open online courses may have a profound impact on the concept of global footprint and outreach, especially on the way that this concept applies to the structure and delivery of courses and educational programs.

7. Promote the School’s international visibility and leading role by proactively seeking visitations by international eminent scholars, as well as business and technology leaders with international origins and affiliations.

At the same time, enable ISyE faculty to act as exponents of the School’s qualities and reputation through similar visitations to international institutions and centers of excellence.

8. Promote to ISyE students the importance of being global citizens and leaders in a world where knowledge generation and dissemination, and career development and opportunities, transcend geographical boundaries

Measures • Student participation in study-abroad programs, international internships, and other exchange programs • Number of students registered in our current internationally oriented programs, and placement opportunities for such students • Percentage of international students in ISyE’s student body, especially undergraduates • Percentage of (successful) Ph.D. students attracted through our global footprint initiatives • Number of international business and academic leaders visiting ISyE every year • Faculty collaborations and extended visitations with international academic units and corporations • Number of our faculty participating in activities related to our global footprint • ISyE representation in relevant CoE initiatives and endeavors • External funding and other resources supporting related activities

Degrees Awarded to ISyE Women, FY13

107

BS

83

MS

PhD

11

201 total

Engineering Our Future: A Strategic Plan

12

Objective 5:

Relentlessly pursue institutional effectiveness.

Goal If ISyE is to succeed at realizing its vision and carrying out its mission, it will need to maximize the effectiveness of its human and financial resources, as well as its facilities, in support of its key strategy areas in education, scholarship, research, innovation, and global citizenship.

Strategies 1. Use the knowledge and experience of our faculty, as the #1 industrial and systems engineering program, as ranked by U.S. News & World Reports, in the world to help Georgia Tech maintain and enhance its reputation as a leading research and academic institution.

2. To maintain its top rankings and leadership in the field, ISyE must reduce its student/faculty and student/advisor ratios. ISyE will also continuously maintain faculty and staff levels needed to fulfill all of the School’s and Institute’s primary responsibilities.

3. ISyE will develop a rolling forecast of potential need, such as provision of service, numbers

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The Stewart School of Industrial & Systems Engineering

of faculty and staff, facilities and other infrastructure, in each of the key ISyE strategy areas.

4. ISyE will seek resources to provide incentives and reward exceptional performance in research, teaching, funding, and service. This is to promote faculty retention. If paralleled with consistently hiring additional faculty each year we will see our faculty/student ratios begin to decrease. This will allow faculty to spend more time with students and will increase our ROI when the current students become alumni. Development continues and will need to continue to play a key role in acquiring resources outside of the decreasing general state allocations. This will allow ISyE to recruit top students as well as prestigious faculty.

5. ISyE will host regular meetings of various support teams, such as accounting, human resources, information systems, facilities, development, communications, and faculty administration, to discuss current status, potential measures, and definition of progress.

Measures • • • • • • • • •

Student to faculty ratios Student to advisor ratios Staff to faculty ratios Class size Graduate Teaching Assistant/class size Turnover ratio (faculty and staff) Overhead generated per faculty member Yearly development goals ISyE annual operations survey

“ISyE will need to maximize the effectiveness of its human and financial resources, as well as its facilities, in support of its key strategy areas...”

Engineering Our Future: A Strategic Plan

14

The Path Forward The current opportunities in industrial and systems engineering are tremendous­—­and we are making a difference. The faculty, students, alumni, and staff of the Stewart School of Industrial & Systems Engineering have amazing intellectual talent, curiosity, drive, expertise, and skills to address the grand challenges facing our world today and shaping our future tomorrow. In striving to be the world’s leader in expanding and communicating engineering knowledge and innovation associated with designing, operating, and improving processes for acquiring, producing, selling, and delivering sustainable products and services, and graduating future leaders in these areas, we will develop and deliver individual and collective knowledge, valued service, and lasting impact.

The future belongs to those who understand that doing more with less is compassionate, prosperous, and enduring, and thus more intelligent, even competitive.

Paul Hawken Few things are more important to each individual’s future success or to our nation’s prosperity than education.

Mark Kennedy

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The Stewart School of Industrial & Systems Engineering

Acknowledgements The Stewart School of Industrial & Systems Engineering would like to thank the members of the Strategic Planning Committee.

Jane Ammons

H. Milton and Carolyn J. Stewart School Chair, ISyE, Committee Chair

Christos Alexopoulos Associate Professor, ISyE

Sigr煤n Andrad贸ttir Professor, ISyE

Chris Gaffney, IE 1985 Vice President of Logistics The Coca-Cola Company

David Goldberg

Assistant Professor, ISyE

Garry Hutchison

Assistant Director, Financial Operations, ISyE

Pinar Keskinocak

Kevin Center

Joseph C. Mello Professor, ISyE

Vinod Cheriyan

John Hunter Chair and Professor, ISyE

Organizational Development, ISyE, ex-officio Graduate Student, ISyE

Barbara Christopher

Communications Manager, ISyE, ex-officio

Juana Cunningham

Organizational Development, ex-officio

Shijie Deng

Associate Professor, ISyE

Alan Erera

Associate Professor, ISyE

Arkadi Nemirovski Spyros Reveliotis Professor, ISyE

Jose Sarmiento

Undergraduate Student, ISyE

Jan Shi

Carolyn J. Stewart Chair and Professor, ISyE

Joel Sokol

Associate Professor, ISyE

Jeff Wu

Coca-Cola Chair in Engineering Statistics and Professor, ISyE

Engineering Our Future: A Strategic Plan

16

Appendix: Benchmarking A graphical comparison of ISyE at Georgia Tech to several peer institutions across several quantitative dimensions follows. Source: ASEE FY12.

Total Degrees Awarded by Level

50

50

50

0

0

0

0

0

VT

300 300

Wisconsin

300 300

196250 250

CAL

300 300

139 250 250

100 50 0

NWU

300 300

250 250

213250250

126 250 250

200 200

200 200

200 200

200 200

200 200

150 150

150 150

150 150

150 150

150 150

100 100

100 100

100 100

100 100

100 100

50 50

5050

5050

5050

50 50

00

00

00

00

00

300 300 200 200

50 50

0 300 300

1200

400 200

FY11

FY10

FY09

1400 300 1200 250 1000 200 800 150 600 100 400

238

= Doctoral enrollment

00

Undergraduate Student-Faculty Ratio 0 PSU

25

25

TAMU

25

Purdue

25

Wisconsin

25

20

20

20

20

15

24.315

23.5 15

23.215

15

10

10

10

10

5

5

5

5

20

VT

25

GT

20 15

20.5

19.9

10

19.2

10

5

5

0 0 0 0 0 0 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 25

Illinois

25

CAL

25

Michigan

25

Cornell

25

Stanford

25

20

20

20

20

20

20

15

15

15

15

15

15

10

18.710

10

10

10

10

5

5

5

13.3 5

12.3 5

16.1

5

15.4

NWU

8.2

0 0 0 0 0 0 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11

i

Appendix

= Bachelor's enrollment = Master's enrollment

20050

FY11

FY05

FY12

FY11

FY10

FY09

FY08

FY07

FY06

FY05

FY12

FY11

FY10

FY09

FY08

FY07

FY06

FY05

FY12

FY11

FY10

FY09

FY08

FY07

00

FY06

00

FY05

00

FY12

00 FY11

00 FY10

50 200

FY09

20050

FY08

20050

FY07

50 200 FY06

Illinois

1000 200 800 150 600 100 400

50 200 FY05

FY08

0

FY05

FY12

600

3701200 250

1000 200 800 150 600 100 400

635

800

1400 300

3761200250

1000 200 800 150 600 100 400

FY11

FY10

FY09

1400 300

4581200 250

1000 200 800 150 600 100 400

Wisconsin

1000

FY10

1400 300

1400 300

4941200 250

FY08

NWU

250PSU 250 300 638 200 200 250 150 150 200 CAL 100 100 268 150 5050 100 00 50 1400 1200

FY09

1400 300 1200 250 1000 200 800 150 600 100 400

Cornell

FY12

Stanford

FY07

0 FY06

0 FY05

0 FY12

0

FY11

0

FY10

200

FY09

200 FY08

200 FY07

200

FY06

200

FY05

400

FY11

600

400

FY10

600

400

FY09

600

400

FY08

600

400

FY07

600

FY06

800

FY05

800

FY12

800

FY11

800

FY10

800

FY09

6661000

FY08

7921000

FY07

8571000

FY06

1,9101000

FY05

1000

FY07

1200

Purdue

1400

FY08

1200

1200

Michigan

1400

FY06

VT

1400

*callout denotes total degrees awarded, FY12

00

FY07

1200

TAMU

1400

= Doctoral degrees

100 100

FY06

GT

= Bachelor's degrees = Master's degrees

150 150

Total Enrollments by Level 1400

49

250 250

FY12

50

FY11

50

150

FY12

100

FY10

150

100

FY11

150

100

FY09

150

100

FY10

150

100

200

FY08

150

215

250

FY09

200

FY07

200

FY08

200

300

FY06

200

Purdue

239 250

FY07

200

300 300

289 250

300

468250

FY05

300

250

250 250 300 PSU 235 200 200 250 150 150 200 100Illinois 100 110 150 5050 100 00 50

TAMU

FY06

300

316250

Cornell

FY12

300

Stanford

FY05

300

Michigan

FY12

GT

300 300

*callout denotes total enrollment, FY12

1.

2.

3.

4.

5.

6.

Cornell University (Cornell) Georgia Institute of Technology (GT) Northwestern University (NWU) Purdue University (Purdue) Stanford University (Stanford) Texas A&M University (TAMU)

7.

8.

9.

10.

11.

12.

The Pennsylvania State University (PSU) University of California-Berkeley (CAL) University of Illinois at Urbana-Champaign (Illinois) University of Michigan (Michigan) University of Wisconsin-Madison (Wisconsin) Virginia Polytechnic Institute and State University (VT)

Faculty Size 60

GT

4660

Stanford

Michigan

60

PSU

VT

60

60

50

50

50

50

40

2440

50

40

2340

2340

2340

30

30

30

30

30

30

20

20

20

20

20

20

10

10

10

10

10

10

0

0

0

0

0

60 300 50 250 40 200

NWU

60 300 50 250 40 200

50

60

Purdue

60 300 50 250 40 200

1930

Cornell

1930

60 300 50 250 40 200

TAMU

60 300 50 250 40 200

60 300 50 250 40 200

150

17150 30

1630 150

1630150

20 100

20 100

20 100

20 100

20 100

10 50

1050

1050

10 50

1050

1050

00

00

00

00

00

00

150

21

0

Wisconsin

20 100

30 150

Illinois

CAL

15

BS Degrees to Women 120

GT

90120

100

100

80

80

60

60

40

Michigan

120

Purdue

120

PSU

120

VT

120

100

80

5180

100

60

60

33 60

31 60

40

40

40

40

40

20

20

20

20

20

20

0

0

0

0

0

120 300 100 250 80 200

Wisconsin

120 300 100 250 80 200

100

61

NWU

120 300 100 250 80 200

Cornell

120 300 100 250 80 200

60 150

30 150 60

60 28150

60 26150

40 100

40 100

40 100

40 100

20 50

20 50

20 50

00

00

0

80

CAL

120 300 100 250 80 200

TAMU

100 80

30

0

Stanford

60

120 300 100 250 80 200

Illinois

60

21150

20 150

20 50

20 50

20 50

00

00

00

40 100

7

40 100

BS Degrees to Underrepresented Minorities 60

TAMU

4160

GT

60

50

3550

40

40

40

30

30

20

20

10 0

50

300 60

Cornell

Stanford

60

Michigan

50

60

PSU

50

29

60 50

40

2240

30

30

30

20

20

20

20

10

10

10

10

10

0

0

0

0

0

300 60

NWU

300 60

VT

300 60

CAL

300 60

1940

Wisconsin

60300

250 50

250 50

250 50

250 50

50250

200 40

200 40

200 40

200 40

200 40

40200

150 1330

1330150

150 1330

100 20

100 20

100 20

100 20

50 10

1050

1050

00

00

00

9

150 30

15

30

250 50 150 30

Purdue

Illinois

30150

100 20

5 20100

1050

1050

10 50

00

00

0 0

3

Appendix

ii

www.isye.gatech.edu